LS1: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations and species)
LS1(5-8)-2: Describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance.
National Standards:
Context of Lesson:
In this lesson I want my students to be able to understand where the pieces of the Chemical equation for photosynthesis come from.(energy + 6CO2 +6H20 --> C6H12O6 + 6O2) I feel that if the students understand the factors of the equation then it will be a lot easier for them to understand the concept of photosynthesis. By asking the students my opening question for their journals I am getting a concept of their base knowledge on how plants can survive. Then I will give the students the chemical equation for photosynthesis and allow them to help me walk through where each part of the equation comes into photosynthesis. ( energy from sun, CO2 from air, H2O from ground) Then when I feel that the students have this concept I will have them draw a picture of how they see photosynthesis occuring. I just feel that if the students understand where all the parts of the equation are coming from, then they will be more likely to remember and understand the chemical equation for photosynthesis.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
By asking the students their Journal question, and having them share with the class I will be engaging their prior knowledge, as well as shaping what they already know into the concept of how plants survive. Which will then be linked into Photosynthesis.
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Students Journals, White Paper, Coloring Utensils, Students textbooks
Objectives:
Instruction:
Opening:
Students will walk into the classroom and there will be a journal question written on the board. " Why do people say that it is good to talk to your garden?". The students will sit quietly and work on their journals while I take the classes attendance, then when I am completed and feel as if the appropriate amount of time has been given I will ask a few of the students to share their responseswith the class.
Lesson Plan
Lesson Title: Chemical Equation of Photosynthesis
State Standards:
LS1: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations and species)LS1(5-8)-2: Describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance.
National Standards:
Context of Lesson:
In this lesson I want my students to be able to understand where the pieces of the Chemical equation for photosynthesis come from.(energy + 6CO2 +6H20 --> C6H12O6 + 6O2) I feel that if the students understand the factors of the equation then it will be a lot easier for them to understand the concept of photosynthesis. By asking the students my opening question for their journals I am getting a concept of their base knowledge on how plants can survive. Then I will give the students the chemical equation for photosynthesis and allow them to help me walk through where each part of the equation comes into photosynthesis. ( energy from sun, CO2 from air, H2O from ground) Then when I feel that the students have this concept I will have them draw a picture of how they see photosynthesis occuring. I just feel that if the students understand where all the parts of the equation are coming from, then they will be more likely to remember and understand the chemical equation for photosynthesis.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
By asking the students their Journal question, and having them share with the class I will be engaging their prior knowledge, as well as shaping what they already know into the concept of how plants survive. Which will then be linked into Photosynthesis.Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Students Journals, White Paper, Coloring Utensils, Students textbooksObjectives:
Instruction:
Opening:
Students will walk into the classroom and there will be a journal question written on the board. " Why do people say that it is good to talk to your garden?". The students will sit quietly and work on their journals while I take the classes attendance, then when I am completed and feel as if the appropriate amount of time has been given I will ask a few of the students to share their responseswith the class.Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: